Parent experiences of moving mainstream schools for their autistic child

Abstract

It is well recognised that children with autism have poor educational outcomes, but recent reports have highlighted that it is not only the outcomes but also the experience of schooling that may be negative for children with autism. In Australia, where the research for this study took place, as many as four out of five children in are reported to experience numerous difficulties at school and half of secondary students with autism have changed schools. Despite this, research examining the experiences of parents who have considered changing schools for their child with autism is an underexplored area, with those studies that have been conducted focusing upon those who move away from the mainstream education system. This is therefore the first study to exclusively investigate parental concerns around their child’s mainstream placement that lead to consideration of moving to another mainstream school, as well as their decision-making process in choosing whether to stay or leave. A phenomenological framework was used to interview 10 parents, using a semistructured approach, with questions exploring areas such as their experiences with their child’s schools. Thematic analysis identified three major themes. Notably, this research found that the role of school principals, as well as the parents’ feelings of undermined agency and advocacy led to complex decisions around whether to stay or move to another mainstream school. This study therefore increases the understanding of school-based problems that lead parents to consider moving their child with autism between mainstream schools. It also identifies the importance of education departments in addressing issues that are occurring across mainstream schools.